Gregg Shorthand Writing: Self-Knowledge, Proficiency Level and Academic Performance among Bachelor of Science in Office Administration Students

Abstract

This study explored the self-knowledge, proficiency level in Gregg Shorthand Writing, and academic performance among 35 third-year Bachelor of Science in Office Administration (BSOA) students at South Central Mindanao College of Science and Technology, Inc. Utilizing descriptive and correlational methods, the research assessed dictation and transcription skills through self-evaluation and actual proficiency, while analyzing academic performance based on General Weighted Averages (GWA) in both Foundation and Advanced Shorthand courses.
The results indicated that students' self-knowledge in shorthand writing was moderate, with a grand mean of 3.10, interpreted as "Sometimes." Dictation skills yielded a higher mean of 3.26 compared to transcription skills, which had a mean of 2.93. In terms of proficiency, 71% of students were categorized as poor or below proficient in dictation, while 60% fell within the approaching proficient to proficient range in transcription. The average GWA was 83.56% (numerical equivalent: 2.25, interpreted as "Average").
A Pearson correlation analysis revealed a moderate positive relationship (r = 0.347, p = 0.041) between self-knowledge and academic performance, suggesting that students with higher self-perceived shorthand skills tended to achieve better academic results.
These findings underscore the necessity for targeted instructional interventions, particularly in dictation, to improve both proficiency and academic outcomes in Gregg Shorthand Writing.